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All Journal FOSTER: Journal of English Language Teaching Dedikasi: Jurnal Pengabdian Kepada Masyarakat Al Lughawiyaat GEMBIRA (Pengabdian Kepada Masyarakat) Axiology
Yunitari Mustikawati
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Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Analyzing EFL Students’ Intrinsic and Extrinsic Motivation in Grammar Learning through Quizizz Agussalim, Devi Triani; Yunitari Mustikawati; Ryan Rayhana Sofyan; Tahir, Muhammad
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 6 No. 1 (2025): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i1.12114

Abstract

This study aims to analyze the level of EFL students’ intrinsic and extrinsic motivation in grammar learning after being taught using Quizizz, a digital game-based learning platform. The research employed a quantitative approach with a posttest-only quasi-experimental design. The participants were 60 eighth-grade students from MTs DDI Baru, divided into two groups: an experimental group receiving grammar instruction through Quizizz and a control group taught using conventional methods. A validated motivation questionnaire based on Self-Determination Theory was administered to both groups after the treatment. The results revealed that students in the experimental group demonstrated higher levels of both intrinsic and extrinsic motivation compared to the control group. These findings suggest that integrating Quizizz into grammar instruction can enhance students’ motivation by providing an interactive, engaging, and learner-centered learning environment. The study contributes to the growing body of literature on gamified learning in EFL contexts, particularly in the affective domain. Recommendations for future research include exploring long-term motivational impacts and comparing various digital learning platforms.
Persepsi Siswa Terhadap Penggunaan Permainan Scramble Words Dalam Pembelajaran Kosakata Bahasa Inggris Abdullah; Suci Pole Mappaita; Abd. Halim; Yunitari Mustikawati; Nur Mutmainna Halim; Azmi Vania Anabela; Nurul Inayah Mustafa; Nurul Thariqi Ansal; Siti Atifah Junaid; Sridiva Ardianti
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 2 No. 1 (2025): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan permainan Scramble  Words  dalam  pembelajaran  kosakata  bahasa  Inggris.  Latar  belakang  penelitian  ini didasarkan pada rendahnya antusias dan penguasaan kosakata siswa akibat metode pembelajaran yang dianggap  kurang  menyenangkan  dan  interaktif. Penelitian ini menggunakan pendekatan kualitatif deskriptif  dengan  subjek  siswa  kelas  tujuh  di  SMPN  5  Makassar  sebanyak  20  orang.  Data dikumpulkan melalui observasi, lembar kerja siswa, dan angket respon siswa. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Scramble Words membantu meningkatkan semangat  belajar siswa, memperkaya kosakata mereka, serta membuat proses pembelajaran lebih menarik dan menyenangkan. Sebanyak 85% siswa memperoleh nilai sangat baik dalam menyusun kosakata dan lebih dari 80% siswa memberikan respon sangat positif terhadap pembelajaran. Dengan demikian, dapat disimpulkan bahwa permainan Scramble Words merupakan metode yang efektif dan menyenangkan dalam meningkatkan penguasaan kosakata bahasa Inggris siswa.
PERSIAPAN SEKOLAH NEW NORMAL MELALUI BANTUAN ALAT CUCI TANGAN PORTABEL SISTEM KNOCKDOWN PADA SMA INSAN CENDEKIA SYECH YUSUF, PATTALASSANG, GOWA Rahim, Ismail; Iskandar Musa; Fitri Radhiyani; Yunitari Mustikawati; Indrawaty Asfah
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 2 No 02 (2024): APRIL 2024
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

Dalam kondisi “New normal” saat ini, perlu menjadi perhatian utama terutama di saat pemerintah tengah mempersiapkan pembukaan kembali sekolah dalam segi peningkatan kesadaran masyarakat akan pentingnya menjaga kebersihan pribadi dengan mematuhi protokol kesehatan yang telah dikeluarkan oleh pemerintah (3M=mencuci tangan, memakai masker, menjaga jarak). Pemanfaatan alat cuci tangan (wastafel portabel) di lokasi tempat sekolah yang berbasis asrama tentunya sangat dibutuhkan sebagai sarana pendukung dalam meminimalisir terjadinya penyebaran Covid-19 pada institusi pendidikan. Kegiatan Program Kemitraan Masyrakat (PKM) ini bertujuan untuk memberikan edukasi pada masyarakat di lingkungan sekolah dan asrama tentang persiapan pembukaan kembali sekolah di dalam masa “New Normal” dengan tetap memperhatikan protokol kesehatan untuk mencegah penyebaran Covid-19 dengan cara memberikan bantuan dan sosialisasi penggunaan alat wastafel portabel sistem knockdown sebagai media cuci tangan di SMA Insan Cendekia Syech Yusuf Gowa. Pelaksanaan kegiatan ini dilakukan dengan melalui tahapan pembuatan desain wastafel portabel dan desain banner/baliho, pengadaan bahan untuk kebutuhan pembuatan wastafel dan pencetakan banner/baliho, pembuatan/perakitan dan penyelesain akhir (finishing), serta ujicoba dan pemberian bantuan beserta demo penggunaan alat. Waktu pelaksanaan kegiatan dilakukan selama sehari dengan persiapan awal selama 3 bulan sebelumnya
INOVASI PEMBELAJARAN DI MADRASAH: PENGENALAN DEEP LEARNING DAN PENYUSUNAN RPP DENGAN BANTUAN AI Novia, Lely; Noni, Nurdin; Radhiyani, Fitri; Yunitari Mustikawati; Andi Hajar
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 3 (2025)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v5i2.3531

Abstract

Education in Madrasah faces the challenge of developing learning methods that are in line with the needs of the 21st century, especially with the rapid development of technology. Deep Learning and Artificial Intelligence (AI) enable deeper understanding and relevant applications to improve the quality of teaching. The purpose of this service activity is to introduce the use of AI such as ChatGPT and Microsoft Copilot to create more efficient lesson plans, as well as interactive applications such as Canva and Heyzine to create engaging teaching materials. The methods used are workshop-based training and direct simulations. The results of the training showed a significant ability of teachers to use technology in creating lesson plans with a Deep Learning approach and utilizing AI in preparing lesson plans as well as using Canva and Heyzine technology in interactive teaching materials.
ChatGPT and Critical Thinking in Academic Writing: A Case Study of Indonesian Graduate Students Duta Aisyah Pratiwi; Tahir, Muhammad; Yunitari Mustikawati
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.402

Abstract

This qualitative case study investigates how three master students in the English Language Education Program at Universitas Negeri Makassar implement ChatGPT to support critical thinking in academic writing. Data were collected through triangulation of four sources, direct observations, semi-structured interviews, self-reflective journals, and documentation, and analyzed using Miles and Huberman's (1994) interactive model of data reduction, display, and conclusion drawing, guided by Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework. Findings reveal that students implement ChatGPT systematically across four writing stages: brainstorming and idea development, argument development and organization, information verification and validation, and comparative evaluation with traditional methods. The study's key contribution is its empirical demonstration that effective ChatGPT implementation functions as a cognitive scaffold that enhances rather than replaces critical thinking, provided students engage purposefully, verify outputs against academic sources, and adapt, rather than adopt, AI-generated content. These findings offer practical guidance for pedagogy and institutional policy on responsible AI integration in graduate academic writing.
Co-Authors Abd. Halim Abdullah Agussalim, Devi Triani Azmi Vania Anabela Duta Aisyah Pratiwi Hajar, Andi Indrawaty Asfah Iskandar Musa Muhammad Tahir Noni, Nurdin Novia, Lely Nur Mutmainna Halim Nurul Inayah Mustafa Nurul Thariqi Ansal Rahim, Ismail Ryan Rayhana Sofyan Siti Atifah Junaid Sridiva Ardianti Suci Pole Mappaita